On the Applications of Computer-Assisted Language Learning in a Military English Context

Mike Smith, Dongyoung Kim

OAI: oai:purehost.bath.ac.uk:openaire_cris_publications/ac5424b8-6f5a-4902-bdbe-c02efbcf3944

This paper critically reviews the pedagogical benefits and obstacles to applying CALL to military English learning in terms of the theories associated with CALL. The obstacles that hinder effective CALL practice in military settings can be attributable to a) a long-held behavioristic tradition for language learning such as rote memorization and repetitive drilling; b) the antithesis of traditional military sentiment against the shift of learning responsibility from the military to individuals; and c) military instructors who may be incapable of implementing effective CALL practice because of their own preconceptions, backgrounds and established skill sets. However, properly implemented CALL not only prepares learners linguistically and culturally for participating in multinational military operations, but also provides learners with peer support opportunities where they can cooperate with their peers to achieve more than what they are capable of and enhance their interpersonal communication required in the military. CALL also benefits learners by enabling them to monitor their progress and promoting critical thinking.

English for Specific Purposes (ESP) Computer-Assisted Language Learning Educational Technologies Military English English as a Foreign Language education